Learning Episode 2: Diversity of Learners

Name of Observer Drew Genesis N. Bo

Name of School Manggahan Elementary School
School Address Manggahan, General Trias, Cavite.
Name of Teacher Mrs. Rachelle G. Cantilado
Date(s) of
November 13-27, 2022 Time Observed 18 hours
Observation

OBSERVATION 2.1: Learners’ Characteristics, Needs, and Interests

Introduction: Let us revisit the major principles of development. These are as follows:
• Development is orderly. Development follows directional pattern.
• Development takes place gradually.
• All domains of development and learning are important and they are
closely interrelated.
• Development proceeds toward greater complexity, self-regulation,
symbolic or representational capabilities.
• Development deals with the growth, progress, and changes among
learners.
• Development has something to do with the physical, social, and
emotional changes among learners.
• Identifying and meeting the needs of the learners can be difficult for
teachers, but these could prepare the learners to become active,
productive and effective learners. This action of the teacher helps the
learners to know his/her capabilities and skills. On the other hand, this
will also benefit the teacher’s preparation of the lesson. The learner’s
level of knowledge and skills development are being considered.

Learning At the end of this module, I will be able to:

Outcomes:
 describe the characteristics, needs and interests of learners
from different developmental levels.

Observation Guide 1. Observe 3 learners from different levels (preschool, elementary,

and high school).
2. Describe each of the learners based on my observations.
 3. Validate your observation by interviewing the learners.
4. Compare them in terms of their interests and needs.
5. Use the observation guide and matrices provided for you to
document your observations.

OBSERVATION REPORT
Instructions: Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of your learners at different
levels. The items under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.

Development Preschooler Elementary Highschool

Domain
Indicate age range Indicate age range Indicate age range
of child observed: of child observed: of child observed:

5-7 years old 6-15 years old 16-21 years old

Physical Most preschool Most of the I observed Kim, a

pupils I've elementary students high school student
Gross-motor skills witnessed can I've observed can and he is deaf. Kim
Fine-motor skills perform all of the perform well in graduated
tasks required of terms of gross elementary when he
Self-help skills their age in the motor, fine motor, was 17, now he's in
Physical domain. In and self-help skills. the transition plan
Others terms of gross They can jump over and grow a year
motor abilities, an item and land on older. He can do
because the pupils both feet, grab a ball everything on his
are quite lively, I with their hands own in terms of
saw how well they only, and follow gross motor, fine
hop, leap, and dancing movements motor, and self-help.
climb. They can well. They are also He can walk on a
also sprint and more aware of their balance beam and
catch a ball with own physical walk backwards in
ease. I also asked abilities and how heel-toe. He even
if they could ride a they appear to enjoys playing
bicycle without others. They can badminton with his
training wheels, also write faster, classmates, and his
and nearly half of smaller, and more body awareness and
the pupils could. fluidly, despite self perception have
having poor improved. He even
When it comes to
fine-motor skills, penmanship. This is writes faster and
the majority of them one of the with good
can manipulate milestones they penmanship. His
clay. They can also achieve, and some teacher also told me
duplicate circular, of them learned it that Kim enjoys
vertical, and through therapy. preparing simple
horizontal strokes They can use tools meals for his family
and copy varied that are part of their and helping out
forms. Though fine-motor skills. All around the house.
none of the works of them can go to
are perfect, the fact the comfort room That is when I
remains that they independently after realized how much
were completed requesting Special Education
with little permission from benefits students
assistance from the their teacher. They and how vital it is.
teacher. Most of can also eat on their
them can write own but require
numbers 1-5, but assistance in tying
they are still their shoes.
learning how to use
scissors and tie However, one out of
their shoes. every twenty
elementary students
In terms of self-help I've observed is
abilities, I saw that experiencing
all of the children physical difficulties.
are toileting Bon is his name,
dependently, and he was born
especially while on with cerebral palsy.
school grounds to He has poor muscle
avoid playing inside coordination, bad
the comfort room or posture, slow and
running away to go writhing movements,
to the gym, but they unsteady walking,
can accept varied eye muscle
garments, textures, imbalance, and
seams, and tags. trunk and limb
They can also open rigidity. Because of
their own bottles of his condition, he has
water and zip lock difficulty writing his
bags, but they need name; therefore, his
assistance opening teacher designed
food packaging. their activities to be
They are also simple to answer; for
 adept at following example, instead of
instructor directions filling in the blanks,
and require very the teacher made it
minor assistance multiple choice so
with in-class he could simply
activities. circle the letter of
the correct answer.
Bon is able to go to
the comfort despite
having cerebral
palsy. He can also
eat on his own, open
zip lock bags, and
carry his own water
bottle. His teacher
always makes time
for him to complete
all of their activities.

Social In the social area, Bon gets along well Kim is a natural
Interaction with we observed a with her teacher; he when it comes to
teachers preschooler, Thea. even giggles when socializing. Kim
She was diagnosed she pays attention to communicates with
Interaction with with Autism him, especially when his teachers using
classmates/friends Spectrum Disorder she helps him with ASL, and I can say
at the age of 5 She an activity. Despite that he has a good
Interests is very polite when his difficulty relationship with
it comes to her speaking, he made them. He can
Others interactions with an effort to greet all express himself
her teachers. She of his teachers. using sign language.
always greets her When he needs to He may not speak
teacher with a use the restroom or like the other
gentle voice and get something, he students, but he
sometimes gives asks for permission. always remembers
them a hug. She He always politely to greet every
also raises her thanks his teachers teacher he meets.
hand when she who help him. He is When he needs to
wants to answer a very kind student. do something, he
teacher's question even asks for
or when she wants He is also active permission. He also
to go to the when interacting loves to talk to his
bathroom with his classmates teachers every
and friends, though break time and I can
Thea appears to be he may not run as see that they are
different when she fast or hop as high having a good time
interacts with her as his classmates. spending time with
classmates or His classmates each other.
friends. She enjoys always treat him
talking with her gently so that they To be honest, I had
classmates and can play with him. a great time
playing with her Bon also enjoys watching Kim.
friends at times. telling jokes at Because it is really
But most of the recess to make his nice seeing Kim and
time, Thea will just classmates and his classmates
shout at them or teacher laugh. He socialize with each
even not respond also participates in other, even if I don't
to them when her class like his understand some of
friends are talking classmates, and he their sign language,
to her. She even enjoys getting a lot you can see that
throws a tantrum of points and being they are enjoying
when she gets the first to get a star. each other's
irritated by her company. I saw
classmate. But I also asked Bon them laugh every
gladly, no one gets about his hobbies. time they
hurt when things Though I can tell communicated with
like this happen in he's still hesitant to each other, and I
their classroom. answer my question, saw how well they
by the time I shared understood what
Thea had a lot of mine, he'd also each other was
interests, and that shared his. He saying. I also admire
is one of the things stated that he enjoys Kim because,
she likes to show coloring activities despite his inability
off in their and that he is to hear music, he is
classroom. She pleased whenever an excellent dancer.
enjoys singing and their However, he can
dancing, which is teacher Rachelle, perform all of the
why she is always assigns them song's dance steps.
in the lead when coloring activities. And his teacher
they are about to However, every time informed me that
do some morning he enters the one of his hobbies is
exercise or zumba. classroom, he feels dancing. He also
She also enjoys pressured to enjoys drawing, and
drawing and complete answering I've seen some of
prefers to finish first activities quickly his work.
so that she can because his
show her work to classmates can. He
her teachers and also stated that he
classmates. admires his
However, she is classmates' ability to
irritated when her play ball outside. But
teacher stops her he's grateful to his
because her teacher for allowing
actions are Bon to do all of the
sometimes activities with extra
inappropriate and time and for giving
disturb her him portraits to color
classmates. at home.
Emotional She can be a bit Bon is a shy kid. But High school
moody sometimes. he behaves well in students' moods are
Mood and When she's school, and he difficult to identify
temperament, irritated, she will communicates well and observe
expression of sometimes throw a with his teacher and because they
feelings tantrum, especially classmates. When engage in non-
Emotional when it makes her he's in discomfort, obvious behaviors. It
Independence uncomfortable. Her he always raises his was difficult to
tantrums can hands to tell her express how they
Others sometimes last 10 teacher the reason felt or what they
minutes, and her why he feels that wanted to express,
teacher will way, and then her especially during
accompany her to teacher will comfort class. I believe it is
the quiet room to him. When his back also a reason why
calm her down. and limbs hurt, he Kim is well-behaved
She's polite to her will tell his teacher, in class. Even if he
teachers, but she's not like the other has a classmate that
different in front of students I have will constantly annoy
her classmates. observed, who will him, he will stay
She occasionally just shout and throw calm for as long as
yells at them and a tantrum. I can also possible. He does
stomps her foot. say that Bon is not let it control his
She shouts more nearing being emotions, and he
when she is emotionally told me that he will
irritated or excited, independent, though try his best to
which is something I believe that it will understand all of his
the teachers are take some time classmates.
working on. because Bon is
really a kind kid. Bon
I can say that Thea made me realize a
has not yet attained bunch of things like
emotional how working hard is
independence very important.
since she's too
young. She always
seeks the teacher's
approval, and she
wants her
classmates to
always follow her
preferences. I
believe that in this
developmental
domain, the
 teachers are
working on it so
Thea can be
autonomous and
can govern her own
emotions in the
future.

Cognitive Thea has good Since Bon has Kim's

communication cerebral palsy, he's communication style
Communication skills skills; she can having trouble differs from the rest,
Thinking skills communicate well speaking. But it but based on the
with her teachers. doesn't mean that it amount of days I've
Problem-solving She can also ask hinders him from watched him
for help or even being active in class. conversing, he can
Others express herself Bon can participate communicate well
freely. This skill well in class despite with his classmates
also helps her be his condition. When and instructors. It is
active in every he is participating he not simple to learn
discussion. But always raise his ASL, which is why I
knowing that she's hands and will appreciate those
still a preschooler, always wait for his who are good at it,
her vocabulary is turn to answer. All of and Kim is one of
not yet that wide. his answers in oral them. Kim always
But regardless of recitations are raises his hand and
her vocabulary, her correct. In that begins addressing
thinking skills and observation, I the teacher's
problem-solving realized that even question in ASL
skills are very though he has during every
good. Since Thea physical difficulties, discussion. He is
is active in class, I his cognitive domain constantly active
have observed how is functioning well. and is one of the
she processes all He may need a little pupils that
of the information assistance in writing consistently receives
she's getting. She the answers in their the best marks in
answers well, too, printed activities, but activities. As a
and asks the all of his answers result, I've seen that
teacher when she are correct, and he Kim's cognitive
does not always gets high progress has been
understand scores. In this rather satisfactory.
something. That is observation I
how I see the realized that the
remarkable problem-solving and
development of thinking skills of Bon
 Thea in the are functioning very
cognitive domain. well.
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics, think of implications for the teacher.
Level Salient Characteristics
Observed
Age range of  Students are having a
learners observed hard time on answering
the activity because of
5-21 years old physical disability.
 Students go through the
teacher’s personal
things.
 Students misbehaving
during class hours.
Implications to the Teaching-
Learning Process
 Assessment adjustments
are made for children
with disabilities by the
teachers. They can give
their reflections vocally
rather than in writing.
When it comes to written
assessments, the
instructor will make it
multiple choice so that
students may circle the
correct answer rather
than writing it.
 Stamps and magnets
went gone from Teacher
Rachelle's classroom. So
they attempted to search
the students' bags and
discovered the missing
items in one of her
classmates. As a result,
they made a point of
repeating the classroom
rules and attempting to
explain the boundaries
they established.
 Students' misbehavior
can occur at any
moment. Teachers are
occasionally disrupted
while teaching because
certain pupils throw
 tantrums. As a result,
teachers will try to calm
them down with a
soothing voice, and if that
fails, they will place the
children in the silent
room.

 Students are having a  Teachers were careful to

hard time focusing on
the school works.
ask their students if they
needed help answering
assessments, but if they
noticed their pupils were
not paying attention to
their schoolwork, they
would regain their
attention and try to help
them back. By paying
attention to the kids, they
are encouraged to
concentrate on their
tasks.

REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.

1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?
- Yes, I remember some of my childhood events. My teacher used to become annoyed with
me when I wasn't paying attention to what she was teaching me. I can say that the parallels
were just in the issue, but the difference was in how the instructor approached the
problem, since instead of encouraging the pupils, they would yell at them and punish them
by standing outside the room or humiliating them in front of the class.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she help or not
help you with your needs (physical, emotional, social and cognitive)? How did it affect you?
- As a student, I know I have different ways of learning and different perspectives; for this
reason, the teachers that I will never forget are Mrs. Jane Herrera, Mr. Rhonel Soberano,
and Mrs. Chris Del Rosario. I was too shy to perform in front of many people. But these
teachers encourage me to try and go out there. They always say that I have a potential and
they believe in what I can do. Because of their encouragement, I participated in storytelling,
declamations, jingle writing, and debates.
However, for bad reasons, I only had one instructor that I will never forget: Mrs. Silma
Creencia. I've been a plus-size person since I was a youngster. Because of my existing
medical conditions, I am aware that my bodyweight is no longer healthy. Mrs. Creencia used
to make me an example in every tests about the people who will die unhealthy, she also used
to make fun of me in front of the class and because of that my self-esteem dropped. Because
of the humiliation I received from her, I began missing classes and not engaging in her
activities out of fear that she would make fun of me again.
Because of these previous incidents in my life, I am now aware of the influence that teachers
have on their pupils. How their encouragement may lead to pupils' achievement and how
humiliation can destroy lives B ut through all of this, I've learned how to develop and improve
myself.

3. As a future teacher, list down at least 5 - 7 strategies on how you could help your learners
develop their emotional and social skills.

1. Making myself a better model

 I know as a teacher, it is my responsible to teach my students learnings that can develop their
social and emotional skills. That is why I have to change myself first in a way that can be a
great model to my students. Becoming open to working on my own emotional and social skills
will not only help me connect with my pupils better, but it will also allow me to participate more
actively in my classes and encourage my class to grow.
2. Sense of belonging and acceptance
 I will make certain that my pupils feel like they belong in my class and that their voices are
heard. I must not invalidate their sentiments by agitating them in their daily lives; instead, I
must educate them that their emotions are genuine and that our classroom is a safe place for
them to express themselves.
3. Divide and Conquer
 Encourage my students to embrace diversity on all levels and to embrace mistakes as a
component of the learning process, appreciating their group members' efforts rather than their
flaws. Working in groups also allows kids to form better ties with their peers and improves
 communication amongst them. I can also utilize technology and teach my pupils about
courteous and appropriate online interactions.
4. Being Mindful
 Reflective activities, like journaling or meditation, where students sit still while focusing on
becoming aware of their surroundings and posture, can help them unpack their emotions and
feelings. Teaching my kids techniques like these to help them calm down throughout the day
is an excellent method to help them learn to handle their emotions properly.
5. Making a positive learning environment
 I will ensure that I provide a pleasant learning atmosphere in which they will feel comfortable
learning. They are at ease expressing themselves, and they are mingling with individuals who
can teach them. It will also help them feel that they are not alone and that no matter what
occurs, they are welcomed and loved by the community.

KEY INSIGHTS

Instructions: Answer the following questions

Which is your favorite theory of development. How can this guide you as a future teacher? Share
your other insights here.

-Beside Jean Piaget's Cognitive Development theory, the Planes of Development by Maria
Montessori is my favorite too when it comes to development theories. Maria Montessori's
whole educational theory was built on the premise that children grew in four planes. Each
of these planes is easily identified and has distinct properties. I think the four planes are
related to all developmental areas. According to Maria Montessori, we are born with an
absorbent mind, which can be unconscious in the first plane but has the capacity to make
newborns control their limbs, acquire basic language, and even form attachments to their
families. This period's 'unconsciousness' is linked to the fact that we have not yet matured
into what we will become. According to Montessori, "life appears to begin over;
consciousness appears fully and clearly." The infant is no longer a blank slate. Montessori
regards the kid aged 3 to 6 years old as free-willed, conscious, and ready to investigate
their world, whether they are active or passive learners.
I will never forget how Mrs. Edelyn Sabilla discussed this theory in our previous course
together when I was a first-year college student. She said, "This theory proves that each
plane of development should be mindfully nurtured. If a child is able to experience one
developmental phase in a rich and carefully prepared environment, they are ready to fully
take on the next phase when it is time." As a future special education teacher, I can use
this to know if I am effectively teaching my students and catering to all of their needs.
Studying this theory is necessary for me to determine whether or not my students'
developmental milestones have been met, so that we may give them with services that will
benefit them.

PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
 Learning Episode 2: Diversity of Learners
Name of Observer Drew Genesis N. Bo
Name of School Manggahan Elementary School
School Address Manggahan, General Trias, Cavite.
Name of Teacher Mrs. Rachelle G. Cantilado
Date(s) of
November 13-27, 2022 Time Observed 18 hours
Observation

OBSERVATION 2.2: Learners’ Characteristics from Diverse Backgrounds

Introduction: Here are principles and concepts relevant to this observation:
1. Development and learning proceed at varying rates from child to
child, as well as at uneven rates across different areas of the child’s
functioning.
2. Development and learning are maximized when learners are
challenged to achieve at a level above their current level of
mastery, and also when they have many opportunities to practice
newly acquired skills.
3. Differentiated instruction is a student-centered approach that aims
to match the learning content, activities and assessment to the
different characteristics, abilities, interests and needs of the
learners.
4. Embracing diversity will allow us to provide our learners different
engaging opportunities and activities for growth and development.
5. The instruction will focus on the learner’s formation of meaningful
ideas; critical thinking; and collaborative learning.
6. An effective facilitation of learning will occur because of the
recognition of the learners’ characteristics with diverse
backgrounds.

Learning At the end of this module, I will be able to:

Outcomes:
 describe the characteristics of learners from diverse backgrounds
and demonstrate openness, understanding, and acceptance of
the learners’ diverse needs and backgrounds.
 ObservationGuide 1. Observe a class in different parts of a school day. (beginning of the
day, class time, recess, etc.)
2. Describe the characteristics of the learners in terms of age, gender,
and social and cultural diversity.
3. Describe the interaction that transpires inside and outside of the
classroom.
4. Interview your Resource Teacher about the principles and practices
that she uses in dealing with diversity in the classroom.
5. Analyze the impact of individual differences on learners’ interactions

OBSERVATION REPORT

During the class:

1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than others?

- Since teacher Rachelle's class has less than seven students in each grade level, I can
claim that all of the pupils get along well with their peers and instructor. Before the
session began, instructor Rachelle made certain that all of the pupils took part in her
energizer. She also made ensured that all of her students reviewed the prior lesson
before going on to the next. She also feels it is critical to question each student so that
they may express themselves and engage in all activities. And, from what I've seen,
instructor Rachelle and her pupils have a strong and healthy relationship since all of her
kids feel at ease conversing with her.

2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?

- The students in Rachelle's class are seated around the room. She also made certain
that every student had one seat apart from each other to avoid playing and not paying
attention during the class hours. I can say that all of teacher Rachelle's students interact
well, though they may act differently when they are excited or annoyed. From what I have
observed, all of the students are active and eager to impart their knowledge in every
activity.
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

- I can say that Teacher Rachelle's students like competing against one another. I've seen
that once instructor Rachelle starts awarding points to every student who answers
correctly in every activity, the children are eager to engage in every activity in order to
get some points and a star. I believe it drives students to concentrate on the lesson in
order to determine who is the best. However, instructor Rachelle insisted that they
compete in a polite manner to avoid misunderstandings. After the session, she also
informed the children that all of them did a fantastic job and that she was delighted with
the results of their efforts.

4. Who among the students participate actively? Who among them ask for most help?

- From all of the students I observed, Lee Angelo is one of the most active during class.
At first, I noticed that his gaze wandered about the room as his instructor spoke the
subject in front of the class, but he always raised his hands and was always correct
whenever he engaged. He's also the first one to finish every written activity and always
get a perfect score. He also asked his teacher for an assignment because he loves doing
homework. Lee Angelo is diagnosed with ASD, but it does not hinder him from being
active in class.

When it comes to the student who asked for the most help, I think it would have to be
Jacob. He was diagnosed with ADHD at the age of 6, and he's currently in grade 3. I
noticed that Jacob cannot stay in one place, which is why you can see him roaming
around the room, walking, and getting through some stuff with his teacher. He
participates orally, but when it comes to written activities, he always asks for his
teacher's help because he wants to finish first so he can have a recess already. His
teacher always asks him to eat before going to school because he always says that he's
hungry and cannot focus, which is why he needs assistance in answering assessments.
Because of these incidents, Jacob cannot answer his assessments independently for the
same reason.

5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him/her? Or do they raise their hands, so that the teacher will call them instead?
-When a student is unable to answer a teacher's question, his or her classmates say the
answer while raising their hands. I am aware that it has to be improved, especially these
children have disabilities and need time to acclimatize to all of the classroom
regulations. When the instructor hears the correct response, she will call another
student's name and have them repeat the answer and put it on the board. Following that,
the instructor will tell the pupils that if they wish to respond, they should raise their
hands and wait to be called before speaking.

Outside the class:

1. How do the students group themselves outside class? Homogenously, by age? by gender? by
racial or ethnic groups? By their interests? Or are the students in mixed social groupings? If
so, describe the groupings.

-I asked teacher Rachelle how the students in special education groups themselves. She
told me that they are grouped by interests so that the students will get motivated to do
certain activities. Although they solemnly engage in activity outside to avoid injuries for
the students, they always find a way to execute the activity inside the room.

2. Notice students who are alone and those who are not interacting. Describe their behavior.

- Arvin has ASD; he prefers to be alone most of the time and has difficulty socializing. He
chooses to sit distant from his peers and near her teacher's chair. When I tried to
communicate with him and inquired how he was feeling, all I got was a nod. His teacher
told me at the time that he has difficulty socializing with others and prefers to be alone
most of the time, which is one of the things they are working on. When there is a free
time, you will notice him sitting in his chair, his head resting on his armchair. During
each break, you will not observe him conversing or playing with his peers. Arvin is the
most well-behaved student at every recess, according to his instructor.

REFLECTION QUESTIONS

Instructions: Answer the following questions. Write your answer on the space provided.

1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?
- Teacher Rachelle gave Lee Angelo a nickname, and it was "Teacher Lee." I was surprised
when I discovered why she gave Lee Angelo a nickname, and it is because from the
beginning to the end of the class, Lee Angelo will say key phrases or verbal signals that
Teacher Rachelle used to say, such as "Now for our classroom rules," "Let's start
learning," "Sit properly in class," and "Let us pray before eating." I genuinely loved seeing
Lee Angelo do this, and I can tell Instructor Rachelle was as well, although she
occasionally reminds Lee Angelo that it is not appropriate to interrupt the teacher when
they are discussing in front of the class.

Another student is Mark; I can say that the role he is playing is moderator. In everything,
he is always objective. He also reminds his classmates if they are already talking
nonsense when participating orally. One time, his classmate Seth cursed, and Mark
heard it. So he said in a soft voice, "Seth, bad yun. Isusumbong kita kay Jessica Soho.
"Wag mo nang uulitin yun ha?" And his teacher also said that it was bad for Seth, and
she says that she's grateful to Mark because he knows what's right and wrong.

I also think that, in the role of an attention seeker, Seth plays the role well. Teacher
Rachelle also told me that Seth acts too much just to seek attention. Once he notices that
the teacher is not paying attention to him, he will start standing and shouting, not
minding that his teacher is talking in front of the class. When he is told to sit, he will do
so immediately. I once saw him put his pencil in the center of his fists while whispering,
"A bad finger." He was pointing it at me, and I was stunned, but thankfully, Teacher
Rachelle saw it, and he commanded Seth to say sorry to me.

What makes the learners assume these roles? What factors affect their behavior?

-I think that there are a lot of factors that affect their behavior. The first is their personal
and emotional factor. I believe that it has something to do with their beliefs or how some
of their experiences with someone or something changed their personalities and
somewhat built this kind of role for them to play. The next one is their environment. I know
it is one of the crucial factors that can affect the behavior of a child, especially when the
people around them display different traits or behaviors and, as a kid with a very absorbent
mind, they can just copy everything they see. They'll believe it's correct because they saw
it from an adult. Lastly, is their needs and wants.

2. Is there anyone you observed who appear left out? Are students who appear “different?” Why
do they appear different? Are they accepted or rejected by others? How is this shown?

- I cannot state that there is a left-out student based on the numerous days I have watched
because the environment they have is really pleasant and full of encouragement. But one
pupil stands out from the rest since he is the only one with a physical disability. But, I can
say that, despite his differences, all of the kids and teachers made him feel accepted and
free to express himself. It is demonstrated by handling it in the same manner as the others.
They don't regard him as someone who requires a lot of care since, before offering him
assistance, they will first ask him if he requires assistance. They also engage in play and
laughter with him. And I believe that is one of the most valuable things I have observed in
my observations.

What does the teacher do to address issues like this?

 I spoke with instructor Rachelle about how she handles situations like these. But she
just informed me that in order to be a great Sped teacher, I need focus on how I will
assist my pupils learn and grow rather than their conditions or disabilities. In that
way, I will learn how to treat them equally, which will lead to good results. Because
the students can sense if the teacher has a favorite student, and that will affect not
just their performance but also my relationship with them.

3. How does the teacher influence the class interaction considering the individual differences of
the students?

- Teacher Rachelle treats them just like the other students. She does not make them feel
that there's something wrong with them, which is why they are separated from the other
students. She always encourages them to be the best that they can be because she's one
of the individuals that believes in them.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?

- Teacher Rachelle made sure that she knew the differences between her students. She is
always mindful of her students' backgrounds, learning styles, and interests. She also made
sure that she built a strong and healthy bond with her students. She also encourages her
students to express themselves by communicating with one another and respecting
anyone regardless of their differences.

5. What do you think will happen if the teacher would not understand his/her students’ cultural
backgrounds? How could this affect the students’ learning process? Explain your answer briefly

- Allowing students to speak in their mother language in class gives them the freedom to
express and interpret the subject and issue further without feeling confined. If the teacher
does not understand the cultural background of his or her students, it may result in the
instructor not accepting insights from the students' own experiences based on those
experiences. By researching and understanding other cultures, the teacher can better
understand why a kid behaves and interacts in the classroom.

6. For teachers with diverse learners, inappropriate instruction could harm and give less
motivation among the learners. What suggestions or necessary steps could you give so teacher
would not have difficulty in teaching diverse learners?

- Teachers should deliver adequate instruction next with this is to ask the students if there
are any queries or clarifications about the teaching and ask them about their insights into
the exercise. Aside from providing suitable directions, teachers can also plan enjoyable
and interactive activities to assist students obtain a better understanding of certain
subjects. It is also essential for the teachers to create adapted assessments that depend
on their students' needs. Because in that way, it will help the students answer the
assessments based on their abilities and skills. It is critical to understand what works and
what does not work so that the teacher knows what she can and cannot use.

KEY INSIGHTS

Instructions: Answer the following questions

How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learner? Share your most important learning.
-As a potential educator, the first day of my observation left me with mixed feelings since
I realized what the future may hold for me and what problems I would encounter. But I
hoped that in Teacher Rachelle's class, I would be able to experience what she is
experiencing right now. Since of how effectively they communicate and how well the
pupils learn, there is a sense of togetherness inside the classroom because both
instructors and students learn.

How will you manage diversity in the classroom?

 Despite the disparities between the professors and the students—from their color,
ethnicity, religion, sexual orientation, socioeconomic background, age, gender, and
even political views—they managed to establish a decent relationship between them.
And, in order to manage diversity in my classroom, I will appreciate and value each
variety, so that our differences do not undermine the link we are forming. It is vital
that I am conscious of everyone's differences and that I do not treat anyone
differently merely because our points of view do not coincide in life.
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
 Learning Episode 2: Diversity of Learners
Name of Observer Drew Genesis N. Bo
Name of School Manggahan Elementary School
School Address Manggahan, General Trias, Cavite.
Name of Teacher Mrs. Rachelle G. Cantilado
Date(s) of
November 13-27, 2022 Time Observed 18 hours
Observation

OBSERVATION 2.3: Learners with Disabilities, Giftedness and Talents

Introduction: The PPST highlighted the following factors that bring about the
diversity of learners:
 Differences in learners’ gender, needs, strengths, interests, and
experiences.
 Learner’s linguistics, cultural, socio-economic and religious
backgrounds.
 Learners with disabilities, giftedness and talents.
 Learners under challenging circumstances which include
geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disasters, child abuse and child labor.
 All children suspected of having a disability must receive a non-
discriminatory multi-factored evaluation (MFE) for determining
eligibility for special education and to provide information about the
child’s educational need and how to meet them. An individualized
education program (IE) must be planned and provided for each child
with a disability that is adversely affecting her educational
performance.
 Coordination, consultation, and teaming are three modes of
collaboration that team can use. Three models for teaming are multi-
disciplinary, inter-disciplinary, and trans-disciplinary. Trans-
disciplinary teams conduct joint assessments, share information and
expertise across discipline boundaries, and select discipline free
goals and intervention
 Learning At the end of this module, I will be able to:
Outcomes:
 identify the needs of students with different levels of abilities in the
classroom, and demonstrate openness, understanding, and
acceptance of the learners’ diverse needs and backgrounds
Observation Guide 1. Observe one of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report.
5. Analyze your observation data
6. Reflect on your experience.

OBSERVATION REPORT
Observe the class to see the differences in abilities of the learners.

Try to identify the students who seem to be performing well and those that seem to be behind.

Validate your observations by asking the teacher about the background and needs of the learners.

Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with the teacher, and interaction with others.

Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.
 REFLECTION QUESTIONS

Instructions: Answer the following questions. Write your answer on the space provided.
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
dream effective?

 When I was in elementary school, I was one of the best students in our class, and when
we had a new classmate who didn't know how to read or write, even though we were
already in grade 4, my classmates and I were told to help our new classmate. Our
teacher will provide us a booklet or a written assessment, and we will assist the new
student in answering it or reading the context. So our teacher took use of our
differences in order for us to assist one another. It produced excellent outcomes
because our new classmate received high marks after we assisted him. I believe it was
a win-win scenario for all of us because he received outstanding marks and we gained
a new buddy. My dream at the time, I believe, was effective since it was to make my
mother and father proud. I hoped they would perceive me as a nice daughter and be
proud of all of my accomplishments. So I worked hard to be one of the top students in
our class.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

 I feel that in order to be an effective teacher, I must be open to new information, bias,
and criticism. Because it will enable me to be the best version of myself. To be honest,
now that I am a student, I am having difficulty receiving criticism since I dislike making
errors or being called out for what I may have done incorrectly. But, little by little, I'm
educating myself to view every critique I hear positively. And I feel I need to be more
open to accepting the uniqueness of everyone I encounter and finding the good in
everything.

3. What is the current trend in educational placement of students with learning disabilities? Do
you agree with this trend? Why or why not?
 The current tendency in educational placement of kids with learning difficulties is for
them to get suitable education in the normal classroom or in an inclusive classroom
environment. Apart from it, people with disabilities were regarded as a societal burden.
Individuals with disabilities have been separated from ordinary pupils since the
institution first opened its doors to them. I fully support the present trend in which the
Department of Education has coordinated an urgent response to this situation, which
leads to the right of these children to receive suitable education in a normal or inclusive
classroom environment.
This inclusive education provides an opportunity for all kids, particularly those with
learning impairments, to be welcomed regardless of race, size, shape, color, ability, or
disability, with support from school personnel, students, parents, and the community.
Teachers are increasingly extending and improving their abilities in accommodating
varied learners by employing various tactics such as differentiated education. Given
the advantages, there are still numerous challenges to adopting inclusive education,
 such as proper funding, which is required for inclusion. Adequate money for this is still
scarce in our nation. Some schools frequently lack basic facilities, well qualified
instructors, and overall government support. Unfortunately, a shortage of resources
pervades many educational institutions.

KEY INSIGHTS

Instructions: Answer the following questions

Share your three most important learning.

 The first significant lesson is that instructors' responses are critical to the growth of
students. It has ramifications that can impact the lives of pupils depending on how
teachers respond to their unique demands. That is why it is critical to ensure that the
responses we provide to students do not jeopardize their well-being.
 The second crucial lesson is that it is critical to establish a pleasant learning
atmosphere for all students in order for them to feel comfortable learning. It is critical
to have a positive relationship with pupils that enables them to express themselves
and helps them feel as though all of their feelings are valid. I think that pupils who
study in a healthy atmosphere prosper in life, and that no constraints can prevent
them from realizing their full potential.
 Finally, the differences amongst students must be embraced and appreciated.
Learning is genderless. It is not of any race or nationality. Religion or disability are
not prerequisites for education. I realized that education must accommodate to all
sorts of people who want to learn, regardless of their background. And, as a
prospective special education teacher, I must appreciate all of my students'
differences, since differences are not a weakness; they are an ability that strengthens
everyone, especially when they recognize who they truly are. To assist my pupils, live
their lives to the fullest, I must learn how to respond to their various requirements.
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents